How units map to A2 and B1, and why.
Kotora's main path (Units 1–40) covers A1–A2 European Portuguese content sequentially, aligned with the official CIPLE (A2) exam specifications. The B1 bonus group (B1-1 through B1-8) adds eight topics that the A2 exam doesn't require but that a B1 learner needs, aligned with the DEPLE (B1) exam specifications.
A topic is placed in the B1 bonus group when at least one of the following is true:
Where reference sources disagree, Kotora defaults to the stricter classification: if any major source places a topic at B1, we treat it as B1.
Kotora's level decisions are anchored to four authoritative sources:
These are the topics the CIPLE A2 exam expects mastery of, classified as A1 or A2 by all four reference sources:
| Display unit | Topic | Level | Why |
|---|---|---|---|
| 1–3 | ser / estar | A1 | Foundational. Required for any A1 description. |
| 4 | estar a + infinitive | A1 | Present continuous. CIPLE Listening Part 1 expects this. |
| 5–10 | Regular present (-ar/-er/-ir) + everyday verbs | A1–A2 | Core CIPLE Reading expectations. |
| 11 | ter (idiomatic uses) | A2 | Ter saudades, ter fome — fixed expressions, A2. |
| 12–14 | Pretérito Perfeito Simples (PPS) | A2 | CIPLE Listening Part 2 expects PPS. |
| 15 | Reflexive verbs (basic inventory) | A2 | CIPLE expects basic reflexive use. |
| 16–19 | Pretérito Imperfeito | A2 | CIPLE Reading expects imperfeito narration. |
| 20 | Polite-request condicional (queria, gostaria) | A2 | High-frequency in tourist contexts; CIPLE-relevant. (Full hypothetical use stays B1.) |
| 21 | Imperativo (basic) | A2 | CIPLE Listening Part 3 (instructions). |
| 22–24 | Articles, contractions, location prepositions | A2 | Required for CIPLE Reading. |
| 25 | Time prepositions (em / a / até / desde / há) | A2 | CIPLE Listening expects this. |
| 26–27 | Demonstratives, possessives | A2 | CIPLE Reading expects this. |
| 28–30 | Comparatives, superlatives, adverbs | A2 | CIPLE basic comparison. |
| 31 | Interrogatives | A2 | Required for CIPLE Speaking. |
| 32–40 | Indefinites, relatives, prep + pronoun combinations, desde/há contrast | A2 | All within CIPLE expectations. |
These eight units exist because the topic, while encountered in real EP from A2 onward, requires the full rule system to be used correctly. CIPLE accepts partial mastery; DEPLE expects complete mastery.
Why B1. CIPLE does not include MQP in its grammar specifications. DEPLE explicitly lists it under required morphology. Standard textbooks (Português XXI 3, Aprender Português 3) introduce MQP at B1.
Why some learners think A2. The form is mechanical (tinha + past participle) and feels like just another past tense. The complexity is in the usage — knowing when "had done X" is required rather than just preferred — which is genuinely B1.
Why B1. CIPLE expects future-time reference via ir + infinitive at A2. The synthetic future (falarei, comerei) is explicitly a DEPLE B1 morphology item. In modern spoken EP the synthetic future is rare in casual speech; learners encounter it primarily in formal writing, which is B1+.
Why some learners think A2. The conjugation pattern is simple. But A2 learners can — and should — express future ideas with ir + infinitive and not bother with the synthetic form until B1.
Why B1. Same rationale as B1-2, plus the irregular shortened stems (far-, dir-, trar-) add memorization load. DEPLE tests these in writing tasks.
Why B1. The pronoun forms (me, te, o/a, nos, os/as) are A2 — CIPLE expects recognition. But CIPLE only requires basic placement (default enclitic; não as trigger). The full proclisis trigger system — recognizing that já, nunca, sempre, talvez, também, apenas, interrogative pronouns, subordinating conjunctions, and certain quantifiers all force the pronoun before the verb — is explicitly a DEPLE B1 item. Distinguishing real triggers from time adverbs (ontem, hoje, amanhã) that look adverbial but don't trigger is a known B1 stumbling block.
Also B1: lo/la allomorphy after -r/-s/-z/-am/-em (vê-lo, viram-no), combined direct + indirect (dei-lho), and mesoclisis with future/conditional (dar-te-ei).
Why some learners think A2. They've encountered pronouns from day one and want them on the A2 path. They're not wrong that pronouns exist at A2 — but the rule system to use them correctly across all contexts is B1. A2 learners can survive with enclitic-everywhere plus não + proclitic, which is what CIPLE expects.
Why B1. Same rationale as B1-4. The forms me, te, lhe, nos, lhes are recognizable at A2; the direct-vs-indirect choice (o livro vs à Ana) and the placement trigger system are B1.
Why B1. The subjunctive is explicitly a DEPLE B1 item and explicitly excluded from CIPLE A2 specifications. CIPLE's grammar list stops at the indicative. DEPLE adds "conjuntivo presente em orações independentes e subordinadas substantivas".
Why some learners think A2. They've seen Não fales! (negative imperative, which happens to use the subjunctive form) earlier and assume they've already learned subjunctive. They've learned the form as a command, not the mood as a system. Using subjunctive in subordinate clauses (Quero que fales português) is B1.
Why B1. Same rationale as B1-6, plus the irregular set (seja, esteja, tenha, vá, saiba, haja, dê, queira) — high memorization load.
Why B1. A feature specific to Portuguese (not present in Spanish, Italian, French) and not introduced until B1 in any mainstream EP textbook. DEPLE expects recognition; CAPLE B2+ expects active production. Kotora teaches recognition / common-pattern use at B1.
Why some learners think A2. Many learners never encounter it explicitly until intermediate level and are surprised it's a "named feature" at all. It's well within B1 — earlier would require prerequisites (antes de / depois de / para) that aren't fully secured until end of A2.
For consistency and learner-friendliness, Kotora chooses A2 over B1 for these borderline topics where reasonable sources disagree:
If you're a teacher, examiner, or experienced learner and you disagree with any classification here, we'd genuinely like to hear from you. Please email support@learnwithkotora.com with the specific unit, the level you'd suggest, and a reference (CEFR descriptor, exam spec, textbook citation). We update this document when the evidence supports a change.
Last reviewed: 15 May 2026.